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Reconceptualising the primary MFL "Diet": an early start to French literacy

Reconceptualising the primary MFL "Diet": an early start to French literacy
Reconceptualising the primary MFL "Diet": an early start to French literacy
The future of UK primary MFL has inevitably involved debates surrounding the potential for progression (e.g. Burstall, Jamieson, Cohen & Hargreaves, 1974; Hawkins, 1981). Recent research has questioned the nature of the primary MFL “diet”, noting a need for age appropriate curricula and pedagogy (Macaro & Mutton, 2009: 165-166). These concerns continue to resonate now that official guidance has made primary MFL statutory and calls for “substantive progress” in one language including the development of reading and writing (DfE, 2013). Issues relating to age-appropriate pedagogy are further problematized by long-standing calls from research for a refinement of contemporary MFL pedagogical approaches across both primary and secondary schools, particularly with respect to MFL literacy (Cable et al., 2010; Erler, 2003; Ofsted, 2011; Woore, 2007, 2010).
This talk will present findings from a principled and holistic primary teaching intervention (n=45) which systematically and simultaneously developed both MFL oracy and literacy. The effects of the intervention will be evaluated alongside evidence portraying the development of MFL literacy and oracy in primary school settings. A reconceptualisation of the primary school “diet”, aligned with NC attainment targets, will be proposed through the lens of the mixed-ability classroom. This will offer a direct challenge to current, oracy-first/focused practice; suggesting instead that an integrated approach contributes to progression, learner autonomy and independence in the classroom.
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd

Porter, Alison (2015) Reconceptualising the primary MFL "Diet": an early start to French literacy. Department of Education Invited Talk, United Kingdom.

Record type: Conference or Workshop Item (Other)

Abstract

The future of UK primary MFL has inevitably involved debates surrounding the potential for progression (e.g. Burstall, Jamieson, Cohen & Hargreaves, 1974; Hawkins, 1981). Recent research has questioned the nature of the primary MFL “diet”, noting a need for age appropriate curricula and pedagogy (Macaro & Mutton, 2009: 165-166). These concerns continue to resonate now that official guidance has made primary MFL statutory and calls for “substantive progress” in one language including the development of reading and writing (DfE, 2013). Issues relating to age-appropriate pedagogy are further problematized by long-standing calls from research for a refinement of contemporary MFL pedagogical approaches across both primary and secondary schools, particularly with respect to MFL literacy (Cable et al., 2010; Erler, 2003; Ofsted, 2011; Woore, 2007, 2010).
This talk will present findings from a principled and holistic primary teaching intervention (n=45) which systematically and simultaneously developed both MFL oracy and literacy. The effects of the intervention will be evaluated alongside evidence portraying the development of MFL literacy and oracy in primary school settings. A reconceptualisation of the primary school “diet”, aligned with NC attainment targets, will be proposed through the lens of the mixed-ability classroom. This will offer a direct challenge to current, oracy-first/focused practice; suggesting instead that an integrated approach contributes to progression, learner autonomy and independence in the classroom.

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More information

Published date: 24 February 2015
Venue - Dates: Department of Education Invited Talk, United Kingdom, 2015-02-24
Organisations: Modern Languages

Identifiers

Local EPrints ID: 381622
URI: http://eprints.soton.ac.uk/id/eprint/381622
PURE UUID: 5f43f71d-b06e-46d6-bb04-49ab5ad1758e
ORCID for Alison Porter: ORCID iD orcid.org/0000-0002-8462-1909

Catalogue record

Date deposited: 08 Oct 2015 16:05
Last modified: 06 Jun 2018 12:30

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